Professional Learning Experience
Topics – BOGUS WEBSITES
Note: It is important that Topics – Internet Literacy: Evaluating Web Content be completed as a pre-requisite before undertaking this PLE.
OVERVIEW
A bogus, or hoax website is a site that presents erroneous or misleading information in a way that seems real. Many such sites are created for educational purposes, to give students a tool to learn evaluation strategies. Some scam sites, disseminating information about economics-related subjects, are intentionally misleading. Other sites demonstrate the lack of critical thinking of their authors who post eRumors, propagating misunderstood facts, misinterpreted data, or imaginative creations such as Urban Legends.
Many sites are humorous in nature and entertaining, and might include a disclaimer. Others leave it up to the reader to recognize their untrue nature.
GUIDING QUESTION(S)
· What is the difference between Bogus websites, intentionally misleading websites and eRumors?
· How can I help my students recognize false or manipulated information?
CONTINUUM / CURRICULUM CONNECTION:
Continuum for Literacy with ICT
G-1.5 Gather and Make Sense - questions whether information from media sources is real, useful, and/or distracting
G-2.2 Gather and Make Sense - analyzes textual, numerical, aural, and visual information gathered from media sources, applying established criteria
G-2.5 Gather and Make Sense - analyzes whether information from media sources has been manipulated
G-3.2 Gather and Make Sense - assesses textual, numerical, aural, and visual information, as well as the sources of the media, to determine context, perspective, bias, and/or motive
English Language Arts
3.2 Assess sources
Science
Grades 5-8 0-2b
Social Studies
Grades 3-8 S-304: Distinguish fact from opinion (5+ …and interpretation)
Grades 5-8 S-306: Assess the validity of information sources
SUGGESTED LEARNING RESOURCES
Information Links:
Aungst, Gerald. All About Explorers.
http://allaboutexplorers.com/
Created specifically to provide challenging information and misinformation about explorers. Read “About This Site” before proceeding.
Bell, Mary Ann. Teaching Web Evaluation Using Hoax Sites. Alaska Association of School Librarians, 2006.
http://www.shsu.edu/~lis_mah/documents/wheretlc03/hoaxtable.html
Although the title says “Teaching”, this is mainly a list of bogus websites.
Boese, Alex. The Museum of Hoaxes.
http://www.museumofhoaxes.com/
This website is a comprehensive list of hoaxes that have been perpetrated for many years.
Broadway, S. Camille. Internet Credibility.
http://iml.jou.ufl.edu/projects/Spring2000/Broadway/main.htm
Overview of some issues about Internet content.
DHMO.org. Dihydrogen Monoxyde Research Division.
http://www.dhmo.org/
This is a professional-looking website. The links to groups such as American Cancer Society, Sierra Club and Greenpeace are real.
See the disclaimer at the bottom of the page: “Content veracity not implied”.
Pozen, Valarie. Teaching Web Evaluation
http://web.archive.org/web/20100818010840/http://www.ed.uiuc.edu/wp/credibility/page4.html
This site offers reasons to teach web evaluation, evaluation techniques, and other resources.
Hoax Busters: The Big List of Internet Hoaxes.
http://hoaxbusters.org/
A long list of bogus sites, eRumors and other such sites.
Intute and LearnHigher. Internet Detective: Wise Up to the Web. 2006.
http://www.vts.intute.ac.uk/detective/
Designed for adult learners, this site gives an overview of why we need to critically evaluate Internet content.
True or False? Can You Tell?
http://www.anoka.k12.mn.us/education/components/links/default.php?sectiondetailid=136287&parentID=4634
A long list of bogus sites.
Truthorfiction.com
http://www.truthorfiction.com/
Check «Anatomy of a Rumor» in the left navigation bar to find out why there are eRumors, and to learn some tips of sorting out the information from the rumor. Visit the list of subject just below to discover whether some rumor a friend might have emailed you about is in fact true or false.
Westcott, Frank. Intentionally Misleading Web Sites. April 1, 2005.
http://www.techlearning.com/story/showArticle.php?articleID=159901583
Blog entry with a short description and example of an intentionally misleading site.
Western Australia. Department of Education and Training. Resourcing the Curriculum. ‘Bogus Websites’
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/webeval/eval12.htm
An annotated list of bogus websites, suitable for middle and senior years.
Wikipedia. Dihydrogen Monoxyde.
http://en.wikipedia.org/wiki/Dihydrogen_monoxide_hoax
The history behind the site.
See also: related professional learning experiences in WebCT
Topics – Internet Literacy 1: SEARCHING THE WEB
Topics – Internet Literacy 2: EVALUATING WEB CONTENT
SUGGESTIONS FOR LEARNING
Activating My Prior Knowledge:
· Review Topics – Internet Literacy: Searching the Web and Topics – Internet Literacy: Evaluating Web Content to refresh your memory on analytical issues such as credibility, accuracy, or reliability.
· Look up Broadway’s Internet Credibility for a review and overview of some issues related to content on Internet. Note questions you have.
Acquiring Information:
· Finding out the basic information about bogus websites
o Visit Intute’s Internet Detective. Select “The Ugly” under “The Good, the Bad and the Ugly” to read a very good description of the many different kinds of bogus pages and hoaxes that can be found on Internet.
· Learning more about bogus websites
o Read Wescott’s blog entry on “Intentionally Misleading Web Sites” for an overview of this kind of bogus sites.
o Read about DHMO at Wikipedia. Discover "the use of a true fact to lead a scientifically and mathematically ignorant public to a false conclusion." Glassman 1997, as quoted on Wikipedia.
o Now, visit the DHMO website. How is this site different from the Martin Luther King site described in Wescott’s blog?
o Read “Anatomy of a Rumor” at TruthorFiction to find out how and why eRumors get started.
Applying in My Classroom:
· What does teaching about bogus websites look like in my classroom?
o Teaching about bogus websites is an advanced component of teaching Evaluation of websites. Emerging and Developing Learners are expected to be aware that information found on Internet needs to be questioned but they are not expected to know about bogus websites.
o Engage in learning about bogus websites only after students have learned about analyzing content of websites.
· How do I get my students involved in recognizing bogus websites?
o Review search skills (See Topics – Internet Literacy 1: Searching the Web)
o Review evaluation of web pages (See Topics – Internet Literacy 2: Evaluating Web content)
o Select a site appropriate for the curriculum of your grade level from the lists of bogus sites found in Implementation Links below. Look up some of the resources available in the teacher section of All About Explorers and adapt them to a site you have selected for use with your students.
o Ask teams of students to create a bogus website, or a site that combines facts with fantasy. Other students then have to discover which “information” is correct. This can take the form of a WebQuest.
· What resources can be used teach about bogus websites?
o Aungst’s All About Explorers contains a teacher’s section with handouts and BLMs designed to direct students.
o Look up Saskatchewan Education’s WYSIWYG site. Adapt their suggested learning experience to a subject appropriate to your class’ curriculum.
Implementation Links
Aungst, Gerald. All About Explorers.
http://allaboutexplorers.com/
Created specifically to provide challenging information and misinformation about explorers. Read “About This Site” before proceeding.
Bell, Mary Ann. Teaching Web Evaluation Using Hoax Sites. Alaska Association of School Librarians, 2006.
http://www.shsu.edu/~lis_mah/documents/wheretlc03/hoaxtable.html
Although the title says “Teaching”, this is mainly a list of bogus websites.
Pozen, Valarie. Teaching Web Evaluation
http://web.archive.org/web/20100818010840/http://www.ed.uiuc.edu/wp/credibility/page4.html
This site offers reasons to teach web evaluation, evaluation techniques, and other resources.
True or False? Can You Tell?
http://www.anoka.k12.mn.us/education/components/links/default.php?sectiondetailid=136287&parentID=4634
A long list of bogus sites.
Saskatchewan Education. Information/Communication Technology Integration Modules. “WYSIWYG: What You See is What You Get”. 2002.
http://www.saskschools.ca/~ischool/tisdale/integrated/wysiwyg/teacher.htm
An activity designed for grades 6-9.
Western Australia. Department of Education and Training. Resourcing the Curriculum. ‘Bogus Websites’
http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/webeval/eval12.htm
An annotated list of bogus websites, suitable for middle and senior years.
SUGGESTIONS FOR ASSESSMENT
· Personal Journaling:
o What have I learned that I was not previously aware of?
o What has been clarified?
o What do I want to pursue to find out more?
o Is there any issue I feel I should share with my colleagues? How to I plan to do that?
· Providing Feedback:
o Please share with the Literacy with ICT project team, any issue that was not clear, any questions you have, or suggestions for a future update.
· Observing Students:
o Note the kind of questions students ask about the validity of a site.
o Ask students to describe strategies they use to decide if a website is bogus.
o Note whether students question contents of a site.